Spring 2016 Course Schedule
U ED 70200—Historical Contexts in Urban Education, W 415- 615p, 3 credits, Semel  only open to UED students
U ED 70500— Educational Policy, M 415 - 615p, 3 credits, Michelli  only open to UED students
U ED 74100—Quantitative Methods in Urban Education, M 630 - 830p, 3 credits, Room 6418, Battle 
U ED 71100—Multiliteracies and Multimodalities, T 415 - 615p, 3 credits, Garcia 
Schools most often value only one system of signification–– texts produced traditionally in dominant “standard” languages. But the young people who interact with texts are increasingly visibly and audibly different, the product of the deterritorialization of people and the deregulation of markets brought about by a neoliberal global political economy. At the same time, new technologies have enabled the simultaneous use of different modes of signification. These include multimodal texts that include images, videos, emojis, signed languages, and other multimodalities, as well as plurilingual/multilingual texts that contain language features not considered “standard” or dominant. This seminar explores the ways in which diverse young people today construct and make sense of multimodal/plurilingual texts outside of school, in contrast to the ways in which they interact with those texts that schools value as their “anchor” texts. By focusing on young people’s engagement with multiple ways of making meaning as a semiotic activity, the seminar explores the potential of multiliteracies, as well as reasons for the exclusion of multimodal and plurilingual texts from traditional school literacy.
UED 71200—Qualitative Data Analysis in Bilingual Education and TESOL, W 415- 615p 3 Credits, Menken 
This course is designed to provide both theoretical and practical opportunities to analyze and interpret qualitative data. Although our focus is particularly on educational research in bilingual education and Teachers of English to Speakers of Other Languages (TESOL), the methods of data analysis we examine are used in many fields and thus would be applicable across disciplines that engage in qualitative research. We introduce various analytical approaches, explore their use, and guide students in applying them to empirical data in order to prepare data for analysis, organize data, interpret data, draw conclusions, and present findings. The use of computer-assisted qualitative data analysis software will also be introduced. This is a hands-on course in which students will analyze educational data that has already been collected. Students may analyze their own data (e.g., that was gathered for a course, pilot study, or dissertation) or may analyze data we will provide from the CUNY-New York State Initiative for Emergent Bilinguals (CUNY-NYSIEB) project’s data set.
U ED 72200—Mindfulness and STEM Education, H 630 - 830p, 3 Credits, Bayne and Forbes 
This course will examine novel, contemporary and foundational methodological approaches and the application of mindfulness into STEM education, and more broadly into the learning sciences (i.e., the science of teaching and learning in formal and informal contexts). An overarching goal of the course is to understand, develop and contribute to a nexus of theories, ideas, research activities and practices that can be used to improve teaching and learning experiences at the student, teacher, teacher education and policy levels via drawing from a sociocultural framework and the Integral Model. Students can look forward to growing as scholars, researchers, global citizens and reform minded education leaders, while they come away from the course experience with an awareness of a) the psychological, social, cultural, and political context of STEM and the learning sciences b) their own values, thoughts, and feelings about teaching urban youth STEM content that is synergistically aligned to mindfulness practices, and c) the psychological, social, cultural, and political context of the lifeworlds of urban youth and their relationships to STEM.
We will teach and use the mindfully infused STEM practices with the intention to share best possible outcomes for urban youth and for society in a holistic way.
Through the Integral model students will (a) be exposed generally to mindfulness, (b) learn about the recent controversies around the use of mindfulness in education and in other institutions, and as a component of this, mindfulness will be examined in relation to science – both the science of mindfulness, and the controversy over why mindfulness proponents believe there is a need turn to the sciences in order to be taken seriously, and (c) examine mindfulness and meditation in integral terms, so as to find a conscious, integrally informed way to use it. The integration will be considered in the context of both being educators and people interested in personally and socially promoting optimal human development, and in working with urban youth, while bringing in mindfulness as a critical, socially conscious force for personal and social change, not just as a technology. We will examine the use mindfulness in dialogue in the classroom, and use it to look at and/practice dialogue around difficult issues like white privilege and Black Lives Matter, and challenging sources of power in society.
UED 75200—Exploring Connection between Disability, Imagination, and Creative Expression, H 6:30 - 8:30p, 3 Credits, Bursztyn 
Embracing the ethos of social inclusion this seminar explores ways by which supporting children's imagination and creativity, rather than focusing narrowly on ‘normalization’, present multiple opportunities for fostering development in diverse contexts. The course addresses emerging challenges to traditional notions of disability and considers their implications for innovative curriculum and therapeutic practices. Multi-media exploration and experiential learning opportunities are integrated into classwork and course assignments.
U ED 73200—School Choice, M 630 - 830p, 3 Credits, Kafka 
School “choice,” once a buzzword that appealed to a limited set of political players, has now become the norm in most urban school systems in the United States and is rapidly spreading into suburban districts as well. In this seminar we will consider the history and theory behind school “choice” and investigate what it looks like on the ground in various settings – from districtwide choice here in New York City, to vouchers in Milwaukee, to charter schools in the suburbs of Minnesota and Delaware, to choice-based programs in international settings such as Sweden and Chile. Through reading, class discussion, and independent research, students will gain an understanding of the multiple arguments surrounding choice and their respective policy implications.
UED 75200—The Private War on Public Education, W 630 - 830p, 3 Credits, Shor 
K-12 public schools are under unprecedented assault from private groups and public officials representing private interests. This private war on public education is advancing disruption and dispossession of public school students, teachers, and families. Privatization of the public schools is one key front in this war, as private charter schools expand widely and capture public school budgets and buildings for their own uses, while not being subject to the same restrictive regulation, diversity, and oversight of the public sector. A second front of the private war on public schools is the massive imposition of online standardized testing. Commercial test vendors are capturing large chunks of school budgets and classroom time in the push to expand annual testing of every child, which no other nation in the world entertains. A third front of this national attack on education involves the replacement of veteran career teachers with quickly-trained recent-college grads who mostly leave teaching in two to three years, brought to school districts by such private operations as Teach for America which assesses fees for each new graduate placed. Powerful foundations, billionaires, and government officials are leading this war against public education, spreading myths of the failure of public education when in fact the high school and college graduate rates in our nation have never been higher. Where did this campaign against the public sector begin? How far has it come? Where will it end? This seminar will trace back 44 years to the legendary "Powell Memo" of 1971 and the educational policies of the Nixon Administration regarding "Career Education," for foundational sources. We will then read forward through the major themes of these campaigns as well as the major episodes of policy reforms, such as the declaration of a bogus "Literacy Crisis" in 1975, the pursuit of "excellence via 'paideia'" in the early 1980s, closely followed by the most-famous federal report on education 'A Nation at Risk' in 1983, after which subject-matter demands predominated starting with E.D. Hirsch's programs for "cultural literacy" after 1987 into the 1990s, leading to the bipartisan Democratic-Republican unity around NCLB in 2001, RTTT in 2009, and CCSS/PARCC 2010 and after. In this most recent period, we will examine growing grass-roots opposition to this long war on public education, including such groups as the Opt-Out Movement, Diane Ravitch's Network for Public Education, and other counters against privatization and standardization.
U ED 75200—American Education: Historical, Political, Social and Legal Foundation, M 415 - 615p 3 Credits, Spring 
This course will focus on the history, politics, social and legal aspects of American education. Topics will include:
history and political goals of public schooling; social goals of schooling; equality of opportunity; economic goals of education; equality of educational opportunity; student diversity; local control, choice, charter schools, and home schooling; power and control at state and national levels and the profession of teaching. The course will require an essay exploring a topic of interest in American education. Also, students will be required to participate in a discussion forum for each class.
UED 75200—Childhood and Youth Studies: Approaches and Methods, H, 415-615p, Daitue 
This course in Childhood and Youth Studies allows for an in-depth focus on the interaction of theory and method, with sustained attention to the ways in which researchers in the field frame research investigations, develop research questions, design and implement studies. Students will engage with the history and contemporary study of children, childhood and adolescence as defined and supported in organizations and collectives of human development (education, family, social welfare, community organizations, children’s rights), public media (children’s literature, broadcast, social media), and research settings. The course builds on (but does not require prior attendance in) “Introduction to Childhood and Youth Studies” to encompass sociocultural approaches to childhood, field-based studies with children encountering various kinds of problems, educational opportunities, community interventions, and policies. Methods and measures addressed include traditional and innovative field-based, classroom, archival, digital, and lab studies with a variety of modes and measures, such as observation, natural discursive (verbal, visual, performance), interview, survey, digital, play-based, and co-research with participants in research contexts including ethnography, classroom interaction, community development programs, and digital, print, and performance media. Course activities include readings, discussion, and application to research projects, including students’ own research. No prerequisites. Contact firstname.lastname@example.org.
UED 75200—Second Year Research Seminar-DEV –II, T, 1145 - 145 PM, Daiute 
This seminar is designed to guide students in designing and implementing pre-dissertation research projects and Masters theses. Coursework involves writing, peer reviewing, and submitting research proposals and report drafts. The course focuses on selecting, developing, reviewing, and in some cases piloting research designs, instruments/measures, protocols, and data analysis strategies to address the research questions. Students’ course work involves weekly writing/revising of academic genres (abstract, proposal, literature review, coding manual, research methods section, results summary, and so on); preparing and presenting a formal oral research report (such as with Prezi, Powerpoint, or other presentation tools); and writing a draft report for a specific relevant academic journal. In addition to this extensive writing, coursework involves reading articles about scholarly writing, reading and commenting on classmates’ writing. Students from across psychology, urban education, educational psychology, MALS, and other disciplines are welcomed to take the course. (The fall semester of the course is required for some Psychology students.) Contact: email@example.com
UED 75200 – The Sociology of Higher Education, H 4:15 – 6:15pm, 3 credits, Wrigley 
This course will cover access and equity in higher education, factors shaping student success in terms of academic achievement, graduation, and economic rewards from degrees; and the politics of higher education, including forces that have led to declining funding for public universities. Throughout, we will connect sociological theories with analysis of higher education in the US. We will have a number of guests who will discuss their experiences in addressing university policy issues. The class will be organized as a seminar with discussion throughout.
UED 75200—Participatory Democracy and Social Movement, H 11:45 am - 1:45 pm, Su 
This seminar takes a look at what ordinary citizens do to shape public programs and engage in politics— in ways other than voting. We explore the notion that popular participation can make democratic governance more legitimate, fair, and effective. Is participatory democracy— alternatively called bottom-up participation, maximal democracy, or direct democracy— really better? Specifically, we will examine forms and functions of civil society from a comparative perspective by looking at specific examples of (1) participatory institutions (neighborhood councils, urban budgeting, school governance, etc.), (2) participation in non-governmental organizations and development projects, and (3) social movements around the world (landless people’s movements, transnational networks, mothers of political dissidents who have “disappeared,” AIDS protest groups, etc.). Sometimes, these three categories blur into one another. We will try to focus on case studies in “Global South” middle-income countries like Brazil, Argentina, India, and South Africa, though we also include domestic cases as a point of reference. How much should ordinary citizens participate in policymaking, and how? Under what circumstances? We will pay special attention to equity in participation, uses and construction of identity, and policy impacts in each case.
UED 75200—American Literature, American Learning, W 6:30-8:30PM Davidson and Kelly [CRN 30807]
This course has three primary intentions; First, we will consider some foundational texts of American educational and cultural history, investigating the strategies of inclusion and exclusion they deploy. Possible topics include: the seventeenth and eighteenth-century establishment of religiously-affiliated institutions designed to educate clergy, schools which in time became bastions of privilege; the yoking of education and republican principle in antebellum America, particularly as that impulse is registered in Thomas Jefferson’s founding of the University of Virginia; the expansion of educational opportunity through the public school movement, as documented in Horace Mann’s reports to the Massachusetts Board of Education (1837-48); the rise of politically and ideologically-fraught institutions to serve women, African-Americans, and Native Americans; the expansion of educational franchise marked by the opening in 1847 of CUNY’s forerunner, the Free Academy, and by the passage of the First Morrill Act in 1862; and the emergence and consequence of liberal education theory at the end of the nineteenth-century.
Second, we will read contemporary critiques/accounts of American education.
Third, we will experiment with a variety of pedagogical practices that model different relationships between power and knowledge.
The range of texts we might read is very wide indeed; writers under current consideration include: Increase and Cotton Mather, Thomas Shepard, Charles Chauncey, John Witherspoon, Jonathan Edwards, Olaudah Equiano,Thomas Jefferson, Benjamin Franklin, Bronson Alcott, Susanna Rowson, Catherine Beecher, Margaret Fuller, Lucy Larcom, Emma Willard, Horace Mann, Townsend Harris, Booker T. Washington, W.E.B. DuBois, Zitkala-Sa, Henry Adams, John Dewey, Ralph Ellison, Ta-Nehisi Coates, Lani Guinier, Christopher Newfield, and Craig Steven Wilder.
Our method is simple: we will have a traditional syllabus for the first half of the course. It will be posted in a public Group on HASTAC. For the midterm, each student will create a syllabus for the second half of the course--also posted on HASTAC. Then, during the scheduled midterm class, Bill and I will leave the room, and the students, having read one another's syllabi, will use a Google Doc and create the rest of the course--the syllabus, final project (which will entail some public contribution to knowledge), any other requirements.
UED 75200 Agency and Social Transformation: Increasing Equity in Education Anna Stetsenko and Eduardo Vianna CRN 30821
The role of agency and agentive positioning in knowledge production and teaching-learning processes remains highly contested across major frameworks at the intersection of education and human development. This course will examine a broad spectrum of approaches – from critical pedagogy and constructivism to learning-as-participation and activist learning – in terms of how they address agency at both individual and collective levels of social dynamics. One of the angles will be to critically address how conceptions about agency in the context of culture and society find their way into the practices of teaching and learning. The goal is to set the stage for teaching-learning in ways that overcome the ethos of adaptation and transmission models to instead provide the tools for learners’ agentive positioning as creators and co-contributors to knowledge production and learning within the dynamics of social transformation in classrooms and beyond. In capitalizing on social transformation and activist agency, this exploration will interrogate responsibilities that various models and epistemologies embody and target templates for overcoming taken-for-granted norms, biases, power differentials, and inequalities.